Healthy Schools Briefing Outcomes Tuesday 18 th November 2008 Salvation Army 4.30pm – 5.30pm

Why Focus on Outcomes?

Top Tips to Effective Outcomes 1.Be clear about what you are trying to achieve, with whom and why. 2.Agree outcomes that fit the context of your school and the needs of your children and young people. 3.Set realistic timescales – do not let the process become too burdensome. 4.Be open, describe what you are aiming for in a way that is appropriate to the age and ability of your children and young people. 5.Establish a baseline – how and when you will measure progress from the start. 6.The focus should be on managing and implementing change leading to actions and not filling in forms. 7.Where possible use measures which are already collected in the day to day management of the school.

What is an Outcome?  In the context of the NHSP an outcome can be defined as a change in the physical and emotional health and wellbeing of children, young people, staff, parent/carers and governors which is attributable to actions taken as schools work towards achieving National Healthy School Status (NHSS).  An outcome can reflect an incremental change in knowledge, skills or attitude. It can relate to the individual, group or whole school.

Qualitative Outcomes  Qualitative outcomes refer to change in learning, attitudes or experience.  As a result of the termly monitoring process on PHSE, teachers report they felt more confident to teach the PHSE curriculum and there has been a rise from 45% to 75% in the same period of children and young people reporting greater confidence in using skills developed through the PHSE programme.

Quantitative Outcomes  Quantitative outcomes refer to those outcomes that carry a numerical measure and show an observable change in behaviour.  In the last year since the introduction of our “healthy choice meals for healthy living” there has been an overall increase in the uptake of school meals from 40% to 65% with all children and young people on the free school meals register eating school meals.

What makes a good outcome?  Outcomes are not about what is done but what is achieved.  Emphasise what was the impact of your actions, avoid being overly descriptive about what you did.  After consulting with children and young people we have introduced a greater variety of after-school physical activity clubs. This has resulted in 15% rise in attendance to 65% with all attending having reported they enjoy the activity.  We introduced more after school clubs. We now have athletics, rounders, tennis and kwik cricket in the summer term.

What makes a good outcome?  If the outcome statement can answer the “so what?” question it is likely to be an outcome.  Include the difference it made for your school, this helps to set the context and celebrate the achievement of the outcome.  Since the introduction of the buddy scheme at break times in September 2007 there has been a 10% reduction in reported incidents. Lesson observations by members of the senior leadership team confirm children and young people return to class more settled.  There is now a buddy scheme at break times.

What makes a good outcome?  Outcomes can be negative as well as positive.  What is achieved is not always what was expected or intended. In some cases this may result in what could be perceived as a negative outcome. These can occur when the focus on a specific area heightens awareness, or due to it being perceived as beneficial or purposeful it is now used where before it was not. In these instances real value is gained by focusing on the process as well as the resulting outcome during the review.  Reports of bullying rose by 10% in the first 6 months. Monitoring revealed that this was due to children and young people feeling confident to use the system and reporting they felt their concerns were listened to and acted upon.  Reports of bullying rose by 10% in the first 6 months.

Demonstrating Outcomes  A developmental process for demonstrating outcomes.  Attitudes and perceptions – how did our children and young people react?  Skills and knowledge - what skills do our children and young people demonstrate? – what do our children and young people know?  Changes in behaviour – what did our children and young people do?  Impact – what benefits did our children and young people gain? – what difference did it make to our school?